女子散打运动员比赛前后FFF、POMS值的变化及其相关研究

运用部分心理指标监测优秀女子散打运动员赛前身体机能状况。结果显示优秀女子散打运动员FFF值在赛前集训期间呈下降趋势,并在赛后回升,表明负荷的增减会影响运动员的中枢疲劳;运动员TMD值在大负荷周与小负荷周出现明显差异,说明POMS心境量表对监测运动性心理疲劳具有一定的敏感性;运动员FFF值与TMD呈中度负相关。     

Playing texts against each other in the multimodal English classroom

This article explores the way adolescents and adults are experimenting with the multimodal affordances of contemporary intertextual practices. Drawing on a considerable number of recent research studies, we outline how young people and young adults are consistently engaging with the opportunities of the digital environment. We explore the recent history of multimodality, examining how we can help students move from simply using intertextuality for their own enjoyment, to a far more critical and informed position. This critical position, we feel, is especially powerful when students engage in intercontextuality and when they investigate issues of identity through the affordances of multimodal texts. Drawing on the research studies, we offer a number of ways in which English teachers can utilize the potential of their students' capability with the new technologies.     

A method for predicting critical load evaluating adhesion of coatings in scratch testing

INTRODUCTIONHardceramicfilmsdepositedbychemicalva pordeposition (CVD)andphysicalvapordeposi tion (PVD)techniqueshadbeenwidelyappliedinindustry .Coatingadhesionisaveryimportantpropertyforevaluatingthecoatingquality.Themethodevaluatingtheadhesionstrengthoft…     

Reframing Westernized culture: insights from a Critical Friends Group on EcoJustice education

In this article I report the findings of an intrinsic case study involving seven ecologically minded teachers who participated in a Critical Friends Group (CFG) for five months. The topic of our discussions was EcoJustice education, which involves analyzing and reframing Westernized culture. Findings are focused on how the participants grappled with what EcoJustice education means and their affective responses to both the content and the professional development experience. Analysis of the data revealed that reframing Westernized culture takes time, that it is not merely an intellectual exercise but also an emotional and psychological one, and that personal internalization comes before practical application. The participants also indicated that they valued being in a CFG where they could be honest and vulnerable as well as supported, connected, inspired, and challenged. I conclude by recommending CFGs as a model for transformative professional development in environmental education.     

Engineers and the Web: An analysis of real life gaps in information usage

Engineers face a wide range of gaps when trying to identify, acquire, and utilize information from the Web. To be able to avoid creating such gaps, it is essential to understand them in detail. This paper reports the results of a study of the real life gaps in information usage processes of 17 engineers. Using the critical incident interviewing technique, 65 examples of information usage processes were uncovered. An inductive analysis of these data, using the constant comparison method, yields five classes of identification gaps, of acquisition gaps, and of utilization gaps. Within these fifteen gap classes, 79 types of information usage gaps are identified. The results of this study confirm and extend existing studies on information usage gaps. Future research should examine whether such gaps need to be bridged and, if so, how they could be bridged.     

一类具有临界增长的多重调和椭圆系统解的存在性

利用变分法和特征函数研究带临界指标的多重调和半线性椭圆方程组,给出了在临界维和非临界维下此类方程组解的存在性的两个定理．     

Geometrical nonlinear stability analyses of cable-truss domes

INTRODUCTIONThetensegritystructurecomposedofcablesandbarsisoftwotypes.Oneistheflexibletensegritystructure.Thistypeofstructurehasnostiffnessandtheshapeofthestructureisnotde terminedwhennoprestressisapplied .Theform findingprocessfortheinitialequilibriumisa…     

Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education

The author reports on research conducted of teachers and their instruction in a US urban public school, with narrative and counter-narrative employed as analytic tools. Central questions guiding the study included: How do teachers’ counter-narratives and experiences influence them in their urban school classrooms? How do teachers’ multiple and varied identities, especially their racial and cultural backgrounds, emerge in their counter-narratives and in their conceptions of and representations of their teaching? And how do teachers’ stories “counter” ways of knowing urban education in the US and influence their interactions with their students and the learning opportunities available in their classrooms? The evidence in the study suggests that although teachers in urban schools may employ pedagogical and curricular tools that differ from many mainstream classrooms, different does not necessarily mean deficit or deficient. The study does not present a romanticized version of the school or those in it; the teachers and students in the study experience adversity and difficulty as is the case with teachers and students in other contexts. However, implications are drawn from the teachers’ successful practices in urban schools to counter, disrupt, and interrupt pervasive discourses that only focus on the negative characteristics of teachers and students in urban schools.     

Conceptions of learning in adult students embarking on distance education

A 60-item questionnaire on conceptions of learning was mailed to students taking preparatory courses by distance learning with The Open University in the United Kingdom. Complete data were provided by 372 respondents. Their scores on six factor-based scales showed satisfactory internal consistency, cluster analysis identified five groups of students with distinct patterns of scores, and discriminant analysis identified the scales that served to distinguish among the clusters. Three groups had conceptions of learning based on critical thinking, personal development, and personal change, but the other groups had conceptions that were defined in largely negative terms. Adult learners embarking on distance education seem to hold distinctive conceptions of learning, which suggests that conceptions of learning are culturally and contextually dependent.     

Does Self-image Matter? Client’s Self-image, Behaviour and Evaluation of a Career Counselling Session: An Exploratory Study

This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation of sessions were compared between two clients with identified positive self-image and two clients with identified negative self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor; they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications for career counselling are discussed.